A group of dedicated and passionate volunteers from Siyavula teamed up to create South Africa’s first, truly-free Physical Science texbooks for Grade 10, 11 and 12 called Everything Science. You can download the textbooks right now using the links below.

For learners …

For teachers …

DOWNLOAD

I’m privileged to have known Kobus van Wyk, former director of the Khanya Special Project, for a number of years. The Khanya Project has been by far the most successful project of it’s kind in South Africa, overshadowing anything other education departments have attempted. The project, which is coming to an end in March 2012, was tasked with installing ICT infrastructure, from computer labs to interactive whiteboards, in every school in the Western Cape Province. The statement on the Khanya web site reads: “By the start of the 2012 academic year, every educator in every school of the Western Cape will be empowered to use appropriate and available technology to deliver curriculum to each and every learner in the province.”

Kobus van Wyk

With the wealth of information and experience Kobus has gained about ICT in schools while heading up the Khanya project, I though it would be a good idea to ask him to share his thoughts and opinions with Teacher’s Monthly readers. Following is an interview with Kobus.

What were the major difficulties you encountered while managing the Khanya Project?

Kobus: Managing the Khanya project was not all that difficult. I had the privilege of working with a team of dedicated project managers and facilitators on whom I could depend to make things happen. Similarly, I established solid partnerships with service providers who gave me incredible and invaluable support. The major difficulty I experienced was the general lack of understanding among many teachers and school principals – but mainly among education department officials – of the important role ICT can play in education.

What were some of your most joyful moments?

Kobus: The joy to see little ones engaging with technology can’t be described in words! Many of them do not even have a single book at home, and to see them work with technology, which gives them access to a wealth of material, made me feel that the whole effort was worthwhile. Just contemplating the fact that, without the Khanya intervention, many of these children would never have had the opportunity to access technology is a humbling experience.

In hindsight, what would you have done differently?

Kobus: I made many mistakes along the way and would certainly have avoided them if I knew better. For example, we spent too much time trying to help teachers who were not interested in using technology at all. There is an obsession about equality in education: giving each one equal attention and resources. I believe that our efforts would have been far more productive if we focused on those teachers who displayed a desire to come to grips with technology. In hindsight, I would also have spent much more time with education department officials, helping them to see the value of technology in education.

What are the major successes of the Project?

Kobus: ICT in education on the African continent has a long history of failures, particularly where attempts were made to implement technology on a large scale. In my view, the major success of Khanya was that it proved, beyond a shadow of doubt, that technology can be implemented on a large scale in Africa. I believe that Khanya has laid a solid foundation of technology in schools – every school in the province has at least one form of technology, providing access to all learners. Over 27 000 teachers received some form of technology training. This places the Western Cape in a most advantageous position. Now that the Western Cape Education Department officials have taken over the responsibility to support technology in schools my hope is that they will not allow this platform to erode, but that they will continue to build on it.

What does a principal need to do to ensure the successful deployment of ICT at the school?

Kobus: Principals play a key role. They must lead by example, showing their staff that they are serious about the use of technology. Principals also need to ensure that all teachers are adequately trained to use technology optimally.

Hypothetically, you are appointed at a school that has no ICT infrastructure. The SGB informs you that the school has budgeted R250,000 for this year and another R250,000 for next year for the implementation of ICT. How would you utilise this funding?

Kobus: The first thing I would do is to determine what the educational needs of the school are, and then decide which manifestation of technology would meet those needs. Based on these facts, I would develop a project plan, which would inform me how to spend the available funding. In all likelihood, most of the first year’s allocation would go towards establish a solid infrastructure, as well as teacher training.

ICT for computer literacy or for curriculum delivery?

Kobus: I can answer this one without hesitation: for curriculum delivery. The focus must always be on curriculum. Computer literacy is essential, but it is of secondary importance. Learners are so quick to pick up computer skills – if the spotlight of the technology in the school is on learning, the learners will most likely pick up the computer skills by themselves.

A primary school has a well-equipped computer lab. As the principal what would you do to ensure that it is best utilised?

Kobus: Draw up a schedule and insist that teachers adhere to it.  When a teacher is reluctant to use technology, determine the reason for it.  If teachers feel inadequate in any way, ensure that they receive the necessary support and training. A principal should also visit the computer lab on a regular basis, showing personal interest in what is happening there.

How important is training in ensuring the effective use of ICT at a school?

Kobus: Teacher training is a critical success factor for the effective use of ICT at a school. Most of our teachers never had the opportunity to use technology as a teaching and learning tool. It is unreasonable to expect them simply to dive in and be effective. It has been said that the three most important things in ensuring effective use of ICT at a school are: teacher training, teacher training and teacher training.

What is your opinion of CAT as a subject at high schools?

Kobus: CAT is an important subject. Even though learners pick up computer skills while using computers for learning, the subject CAT focuses on the formal use of ICT in the work place. I can hardly imagine a job today where digital literacy skills are not required – CAT equips learners with those skills.

How essential is it for a teacher to have a laptop?

Kobus: It is essential for teachers to have personal access to technology, preferably at home. A laptop is the most convenient form of technology, since it can be taken with them wherever they go; for example, a teacher can prepare a lesson at home and then take the laptop to school to present the lesson. I think that many teachers would prefer an iPad … if I were a teacher that would have been my choice.

Rental or purchase of hardware? If you were a principal what would your preference be?

Kobus: This is a complex matter. Rental of ICT equipment is always the best option – this ensures that your equipment stays up to date and that the technology vendors assume responsibility for maintenance. But this option requires that the school has an ICT operational budget. Unfortunately, the state does not provide schools with regular financial resources to enter into a rental agreement. The result is that the only option for schools is to purchase hardware; this is often made possible through sponsorships. That is one of the problems I faced in Khanya – I had a capital budget, but not an operational budget. The only way open was therefore the purchase of hardware, which has severe sustainability implications.

Given unlimited funding and resources, describe your ‘ideal’ ICT deployment at a school.

Kobus: Many people are of the opinion that computer labs are outdated and that one should now rather focus on technology in the classroom. I agree with this statement only partially. I believe that the real value of technology is experienced when it is used in the classroom. However, I also believe that a computer room has a valid place in a school since it allows learners hands-on access. So, my ideal scenario would be: a well-resourced computer lab; an interactive whiteboard in every classroom, and a laptop for each child. With cell phones becoming powerful mobile ICT devices, I believe that soon the one-laptop-per-child concept – also referred to as one-to-one computing – could soon become a reality through the use of these mobile devices.  In fact, affordable mobile technology and low cost internet access would probably change ICT in schools dramatically over the next few years.

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You can follow Kobus on his blog, e4Africa or on Twitter @kobusvanwyk.

With Khanya coming to an end, it remains to be seen whether the plans the Western Cape Education Department have for the current ICT infrastructure will be successful. However, in all likelihood Khanya will remain as the most successful and ambitious projects ever attempted by a provincial education department.

This article was written by Candy Spelling and originally published on Huffingtonpost.com.

I can still remember being a part of what is now called the “backchannel” of the school classroom. Like everyone else, I passed notes to my friends and snickered rebelliously when the teacher wasn’t looking. Today, the “backchannel” consists of texting, Tweeting and uploading to Facebook pages. Originally, school administrators were busy drafting policies about confiscating cell phones and acceptable laptop use. Look inside classrooms nowadays and it’s clear just how much times have changed. Many educators are now embracing technology and leveraging social media to motivate students.

From public elementary schools to prestigious liberal arts colleges, educators are taking creative pedagogy to the next step on the digital frontier. iPads are replacing textbooks and microblogging in virtual classrooms has become an alternative to classroom discussions. Advocates believe it keeps students current with technology. More importantly, proponents point out it encourages critical thinking and wider classroom participation.

While I understand the real-time digital stream may create a safe harbor for students uncomfortable expressing themselves, it seems to me students are missing valuable lessons in real-life social skills. Believe it or not, I was very shy as a child and certainly would have appreciated the ability to communicate via blogging or texting. However, I am grateful that I didn’t have the choice. I needed to be to be forced to raise my hand and respond or to stand up to read a report.

Students will still find themselves at a college admission or job interview where they will need to command attention and deliver a message. At social gatherings and in personal relationships, they need to be able to express themselves and connect.

It’s exciting that teachers have technology and social media as new tools to educate young people. However, I hope that educators will be mindful that the classroom is one of the greatest environments for young people to develop strong verbal skills and self-confidence that will serve them well in their lives ahead.

Follow Candy Spelling on Twitter: www.twitter.com/cscandyland

Julian Wood at TeachMeet Leads 2011 explains a Personal Learning Network and how teachers can benefit from this.

Baldev Singh from http://imagineeducation.org

I can hear you asking, “A TeachMeet? What is that?” I asked the same question before attending the Partners in Learning Institute in July 2011. Baldev Singh, one of our presenters, who is a founder of http://imagineeducation.org in the UK introduced the idea to us. He said this informal type of professional development is starting to supercede other forms of professional development in the UK.  If there is one way to enhance the spread of technology integration in the classroom, this is it!  We soon discovered that TeachMeets are also popular in the USA (where they are often called EdCamps) and all over Europe. Oooh, I’d love to introduce this idea in South Africa!

So what is a TeachMeet?

In a nutshell, teachers choose a successful lesson they have done in technology integration, and depending on the time limits set by the TeachMeet organizers (can be 2 minutes, 3 minutes or 7 minutes), they use a data projector and computer and share their lesson. TeachMeets can be held anywhere and at any time.

Before leaving for the PIL Institute week we were asked to watch this YouTube video on TeachMeets by Brainpop.

Some of the ‘rules’

• The teachers listening take notes, photos, videos, they tweet or just listen.
• Presentations need to be short and sharp.
• Can use technology to present i.e.  PowerPoint, video, photos etc.
• It is fine to hold up a poster or even sing a song.
• You need to plan before the time.

Some of our teachmeets at the PIL Institute week

We loved the TeachMeet session where we presented to the USA Innovative Teacher finalists. If I can find any of the presentations on video I’ll post them here. One that I did find on YouTube was from Dan Roberts from the UK. He cleverly got us singing a Songsmith song together using wireless microphones scattered around the room.

What happens if there are too many people wanting to share something?

The organiser uses some kind of random selector so that you never know who is next. If you are not selected this time, there will be another time … the next TeachMeet. I found this random name generator on the internet: http://classtools.net/education-games-php/fruit_machine

The organiser could alternatively draw names from a box, or use an Excel spread sheet random selector.

TeachMeets from our PIL group on other occasions

Here are some more examples of TeachMeets given by two of our PIL Institute group members on other occasions back in the UK.

Jan Web, a teacher from the UK,  organises TeachMeets. Here is a video from YouTube where she is presenting a TeachMeet on using Microsoft’s free tool called Mouse Mischief.

In fact Dan Roberts from the UK presented a TeachMeet at the Bett Show this year.

Other examples of TeachMeets found on YouTube

Here are a few more TeachMeet videos from YouTube illustrating the essence of a TeachMeet. You’ll notice that these are slightly longer – 7 minutes.

Kerry Turner on a Schools’ History Project TeachMeet

Julian Wood on ‘What is a PLN?’ (‘We’ is better than ‘me’)

What happens if the teacher talking goes on too long?

The organiser has some way of telling them time is up. They stop immediately, hard as it is. A stopwatch is essential for an organiser.

How long does a TeachMeet session last?

In the UK apparently they are very common in pubs from 5 – 7pm.  The length of time depends on who is organizing but often it is a two hour session.

What are the benefits?

It seems like there are so many benefits in our social media age.

• Teachers meet teachers from other schools.
• Teachers share their great ideas and learn from others.
• After the TeachMeet you mingle and ask questions from people who shared something you liked.
• They are great fun.
• Teachers love building on ideas, and in the wave of technology integration that is happening they will be encouraged to integrate technology with the curriculum which benefits our digitally-minded learners.

As Baldev Singh told us, every teacher is a source of knowledge and its our simple ideas which can transform another teacher’s classroom. It’s the power of collective wisdom.

Can you show us a preparation template?

Here is the one created by Baldev Singh:

http://www.slideshare.net/fionabeal/teachmeet-template

Please comment here about TeachMeets if you have attended one.  If you live in South Africa and introduce one, please let me know how it went.  If you happen live in Cape Town and introduce one, please invite me!  If you want me to help you organise one in Cape Town please contact me at fiona@schoolnet.org.za.

Any teacher interested in integrating technology with the curriculum would jump at a chance to visit Microsoft’s headquarters in Redmond to attend their Partners in Learning Institute, wouldn’t they? Well I consider myself in that category and from 24th – 31st July I had the privilege of such a visit! This PIL Institute is a new part of Microsoft’s vision for teachers, and they plan to hold many more of these events.

Who attended this training?
Microsoft’s educational wing known as Partners in Learning shortlisted 50 innovative teachers from 31 countries to attend the inaugural training in Redmond. Three South African teachers were selected – Cheryl Douglas, Ngaka Ralekoala and myself.

Where did we stay?
We lodged at the incredibly luxurious Hyatt-Bellevue Hotel in an area between Seattle and Redmond known as Bellevue. The hotel had magnificent views from the rooms. The conference staff organised a very busy week right down to the last detail late at night – but I must say that every second was well worth it.

A room with a view at the Hyatt-Bellevue in Bellevue

What was the purpose of the PIL Institute?
The purpose of the Microsoft Partners in learning Institute is to grow innovative teaching and learning practices around the world through a cadre of teacher trainers who will take what they have learned to their communities to coach and train other educators.

Baldev Singh from www.imagineeducation.net

What did we do each day?
During the day we had training, workshops, discussions, field trips, work sessions and some learning excursions around which we created a project. I also enjoyed the TeachMeet where we got the chance to give two minute presentations on something successful we have done in technology integration. I would LOVE to introduce this TeachMeet idea in South Africa. It would really enhance technology integration, I think. We also learned at length about 21st century skills and how to create and assess activities using 21st century skills. (We have homework to do on this due for the 15th August). It was marvelous to get to talk to teachers from all the different countries and find out how education happens in their country. Another treat was to be able to view the 102 USA finalist entries for the Microsoft Innovative competition. I always love to see what teachers come up with.

One of the USA PIL Innovative Teacher entries

One of the highlights was to visit the Microsoft Home of the Future at Their Headquarters in Redmond.

Who were our presenters?
The Institute was run under the Directorship of Maureen Cain. Our presenters were of the highest quality and everyone benefitted from their professional input as well as from the warm friendship and enthusiasm of the fifty teacher participants. One of the conference presenters was a Technology Integration specialist, Sonja Delafosse, from the Lake Washington school district. Now that is a job I would enjoy – helping teachers integrate technology into their lessons, because then both the students and the teachers benefit. What do you think? Their classes seem to have netbooks at their disposal. Sonja explained how technology integration in schools is very important to the parents of that area, since Seattle houses Microsoft, Boeing, Amazon.com, and Google also has offices there. In fact while we were participating in our Partners in Learning Institute, Google was holding one of its Google certified teacher courses at the same time.

Did we do a lot of sight seeing?
The 50 of us were transported everywhere by luxury coach. Seattle is a great city. It is very green with beautiful trees and fresh clean air. Some call it the Emerald City. We didn’t have time for much sight-seeing in our busy schedule, but as mentioned, Microsoft cleverly arranged learning excursions in groups, with each group visiting a tourist site, and creating and completing a project about it. We stored these in our Partners in Learning Network shared folder, and shared them with one another.

Our group visited the Seattle Underground

With so many great Microsoft tools such as Photosynth, Windows Movie Maker, Autocollage and Songsmith at our disposal everyone felt as though they had been everywhere!

Honestly I can’t believe Microsoft’s commitment to teachers – it is awesome! The company is playing such an active role in education. We saw previews of how Partners in Learning wants to facilitate change through educators. They are launching a completely new Partners in Learning Network in November, which we saw a preview of, and I think this will facilitate a powerful network of teachers world-wide. I loved this sign at Microsoft. After eventually working out that it stood for ‘Pedestrian crossing’, for me it still seemed to say… ‘Xing into pedagogical change’. I have come back with a renewed vision for professional development. Thank you to Microsoft.

I saw this post in the ESRI GIS Community Blog. Written by Joseph Kerski, it is an interesting read. The author gives many reasons why spatial analysis is important in education including social, ethical, creative, logical, practical and essential ones. The article concludes by saying that “using GIS in education is essential in order to infuse these tools into societal decision-making”.

He asks: What other adjectives come to your mind when you consider the “GIS advantage”? Food for thought! It would be interesting to get your thoughts on this.

Have a read here: Describing the Value of Spatial Analysis in Education

The “GIS in the geography curriculum” article in Position IT (July 2009) provides worthwhile research concerning GIS education here in South Africa. The report details these common challenges of teaching GIS in South Africa:

• lack of any, or any adequate training in GIS;
• inadequate computer laboratories;
• other school subjects competing for computer access;
• change in the teaching approach and
• time constraints limiting proper instruction in GIS.

The article also states that in order to address these issues, initiatives have come from the private sector, tertiary institutions and public institutions, which include workshops, GIS exhibitions, seminars and training sessions (p. 40).

As a representative from one of these initiatives in the private sector, the writer of this article, Debbie Stott from Geomatica says:

“In our experience we acknowledge that these are indeed the most common challenges faced by educators in South Africa. However, we find ourselves in a position where we have a proven, workable model that already addresses some the challenges raised in the article. We identified this problem of how GIS would be implemented across the wide range of schools in South Africa and addressed those issues with our current product offering.

We have an education ready GIS software tool that requires no advanced technical skill on behalf of teachers which works on multiple platforms. We also have experience in delivering training courses for up to 100 educators at a time.

In addition, we have both teacher and learner materials and resources for teaching GIS from Grade 10 to 12 that take into account that some schools have no electricity or computers. These materials are supported by specific, focused curriculum training courses and, for those with access, additional materials on our website.

What is clear from our model, is that explicit and relevant curriculum based training is essential to the success and degree to which schools take up the GIS challenge. We would be more than happy to share our experiences with the key stakeholders to prevent “re-invention of the wheel”.

Are there any ways forward?

If GIS and indeed ICT are to be properly integrated into South African curricula, then these challenges need to be met with in a more widespread way. Pockets of activity around the country prove that it is possible to roll out effective educational GIS training to geography teachers but it is my belief that this needs to be coordinated and managed from both a national and provincial level.

I don’t wish to understate the challenges faced by our schools but sometimes we need to look for ‘work-around‘ solutions to the bigger problems so that we don’t get bogged down in the negatives.

Whilst the ideal scenario is for schools to have access to decent, permanent labs for all subject teaching including geography, a lot of teaching about GIS can happen away from the computer in a traditional paper-based fashion. This could be enhanced by the teacher using a single laptop and data projector and / or electronic whiteboard in the classroom to demonstrate and work with an educational GIS product.  This kind of setup is more within reach of many classrooms than a full blown lab.

It is also encouraging to see that mobile labs are popping up around the country. This is another great opportunity to get GIS into schools as the mobile lab computers could have GIS software already installed and ready to use.

I leave you with these thoughts. I welcome any feedback.

This article was written by Moeletsi Mbeki, author, political commentator and entrepreneur. For me personally, it highlights a point I have long believed – that all LEADERS must be very well EDUCATED. And, that the only way to true freedom in this world is through education. I feel that many of the leaders of South Africa would do good to go back to their school textbooks and LEARN. This would be the biggest and best example of all for the meaning of a richer life with great opportunities. As I once heard DJ Fresh from 5FM say: “Get rich the old fashion way – work hard”.

What you teach your children forms their lives. We were surrounded by books growing up. I remember trying to read my first novel about sailors and boat operators on the Volga River in Russia. It was a complete mystery to me, coming from a village in the Eastern Cape trying to imagine this vast river. My parents owned a store and as my father was the Eastern Cape editor of the New Age, a left-wing newspaper, we not only sold it but read it. We worked in the shop, which I liked, but when my mother would call us to help in the garden I didn’t enjoy that as much.

I wanted to help grow the country, I just didn’t know how. When I left school I wanted to do civil engineering. Growing up in the 1950s I saw the huge changes that were happening in Africa and dreamt of building new roads and bridges. But I couldn’t stay away from politics and economics and the route for me then became journalism.

Social and economic problems exist in many countries. We tend to think our problems here are unique. When I was studying for my MA in England in the ’80s, I learnt a lot about the rest of the world. There were students from all over Africa involved in organising against various causes, including apartheid, and I was right there with them. I looked at colonialism, which was bad for us in the receiving end, but I realised the British had also been colonised, first by the Romans and then a host of other countries, including the French. The reality is that land everywhere is owned by minorities – minorities with the most power and weapons.

The only way out of poverty is solid, powerful leadership. In a follow-up book to Architects of Power I was asked to edit Advocates for Change, focusing on the solutions to Africa and South Africa’s problems. The big issue is leadership, which is missing in South Africa today. The ANC, except for a brief period in the 1940s and 1950s, have been followers. The fact they didn’t lead was one of their weaknesses. When Julius Malema tells people if they own the gold mine they will be extremely wealthy, yes of course they would. But there are a lot of steps before you can become wealthy. He’s not leading, he’s just seeing which way the wind blows and amplifying that. This is one of South Africa’s major problems. You need solutions, the capacity to innovate, the ability to implement by mobilising the required resources and the capability to create followers. Right now the ANC are following the followers.

What makes a great leader?

Nelson Mandela was a great leader because he identified that Africans were moving from rural to urban areas early on, so he focused on Johannesburg, where the population was going. That was innovation. He spent 27 years in prison and realised while there that the National Party had hit a cul-de-sac, and so offered them a way out. The ANC told him he was a sell-out, a traitor. He said, in The Long Walk to Freedom: “There are times when a leader must move out ahead of the flock – go off in a new direction, confident that he is leading his people the right way.” We need that now.

We must wake up and see the future. What we have now is Jacob Zuma and Julius Malema following what they perceive to be the lowest common denominator – that’s not leadership – that’s followership! COPE is no better. They have no policy. People suggested I run as their leader, but I’m a political analyst not a politician. COPE thought they could do ANC policies a bit better, economic empowerment a bit better. But if the policies are flawed, you need to come up with new policies. COPE is a clone of the ANC.

We must harness the brilliance of our youth. In my capacity as political analyst for Nedbank I talk to young asset managers of all colours. I’m very optimistic about this generation. I know that Jacob Zuma is not a leader, nor is Julius Malema. But these emerging young people are focused, educated and, above all, are not preoccupied with race issues. Look at the DA’s Lindiwe Mazibuko – she has passion coupled with great intelligence.

All South Africans need to become proud citizens. After the Fifa World Cup, everyone was asking: “How do you bottle that feeling, that unity?” Sadly, you can’t. Those moments fade. Again, you need a leader to keep it going. When you’re in China you notice a level of confidence. Everything works smoothly and there’s a disciplined pride in being Chinese. The same applies in the US. Immigrants have to learn English and read “how to” books such as, “how to cook a hamburger”. They become proud Americans. We need that.

Life is too short to waste a second. I’m often asked about hobbies and people are surprised when I say my work is my hobby. Ask what I’m reading and it’s books on politics and world economies. This is what I love.

Written by Moeletsi Mbeki and originally published at Leader.co.za.

I must be honest and admit that I would REALLY like an Apple iPad II. In fact, any tablet computer would tickle my fancy – beggars can’t be chosers. From Acer to Samsung, I really don’t think I’d mind as long as I can browse the internet via WiFi, access my email account, jot down ideas and thoughts, and look super cool in the process.

I can certainly see how a tablet can improve my business and social life in terms of staying connected and continually sharing, but how valuable could these devices be for education and learning? I know that Apple have piloted  projects in some South African schools with the famous iPad.

Are tablets the next “sliced bread invention” for learners? Or just fancy gadgets that make tech nerds look better than everyone else? Or is it still to early to decide on this?

Are laptops the new desktops? Are desktops dead?

I’d be very interested to hear what you think. Add your comments below.